Abstract
Relevance:
Effective use of technology can greatly enhance university teaching and improve student outcomes (Lei and Zhao, 2007; Morosan et al., 2017). The adoption of new technology in the classroom such as computers, projectors, and wireless internet has unlocked many new pedagogical opportunities. For example, modern classrooms allow professors to use the game show-like platform Kahoot! to receive direct and immediate feedback regarding students’ levels of understanding of class contents (Zhang and Yu, 2021). In this work, we propose the potential use of mobile eye-tracking glasses in educational settings. Professors may find it useful to include this new technology in their pedagogical toolkit. The glasses have previously been used in project-based classes and during class assignments and are available through the UPCI Lab at the RCOB for use across disciplines. There are several ways in which these glasses can be utilized.
1) Glasses may be used for in-class In a marketing course, eye-tracking data collected from the glasses could be used to measure the effectiveness of the different student-created advertisements.
2) Glasses may be used for service-learning activities or project-based classes. In a project- based engineering course, the glasses could be used to collect data from real-world drivers to improve the road safety of certain city
3) Glasses may be used to collect data on the student experience in the They could be worn by students attending class and the resulting gaze data will shed some light on students’ attention to various topics.
Purpose & Takeaways:
The purpose of this presentation is to engage participants in a conversation around the opportunities offered by new eye-tracking technology. The authors have access to a pair of eye-tracking glasses and would like to demonstrate to the audience how easy they are to use. The authors are also interested in hearing from the audience regarding additional ideas of how this technology could be applied in the classroom. Finally, in addition to pedagogical applications, the authors would like the audience to start thinking about how eye-tracking technology could be applied for relevant research projects in their fields.
References:
Lei J and Zhao Y (2007) Technology uses and student achievement: A longitudinal study. Computers & Education 49(2): 284-296.
Morosan C, Dawson M and Whalen EA (2017) Using active learning activities to increase student outcomes in an information technology course. Journal of Hospitality & Tourism Education 29(4): 147-157.
Zhang Q and Yu Z (2021) A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies 26(4): 4507-4535.